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This Section: Monitor, Report, Evaluate, Improve (MREI)
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Monitoring, Reporting, Evaluating & Improving (MREI) Systems - Overview
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The systematic Monitoring, Reporting, Evaluation/analysis linked directly to Improvement (MREI) planning of ministry, agency, school and professional capacities, student health, safety and social development/behaviours and student learning about health/personal-social development is essential. These MREI processes should use reliable data sources to produce regular reports on carefully selected indicators related system/ organizational performance over time as a tool to focus system reform and improvement.
Effective MREI systems record changes over time in the local context, inputs, processes (programs, policies, practices) and outputs such as changes in conditions, improved performance or sustainability, increased organizational and professional capacities, short-term changes health/social status, behaviours, knowledge, skills, attitudes. The use of self-assessment tools are often poor substitutes for an ongoing MREI system unless they are used extensively across the jurisdiction. School recognition/small incentives programs are also used widely as are “success stories” which highlight accomplishments, more realistic “practice stories and pre-planned or post-hoc case studies or program reports. Accreditation/award systems are used in countries with adequate resources, suitable governance systems and traditions of school inspections. Regular national/state surveys of policies and programs should be used gather data from the national, sub-national, local agency, school and practitioner levels from all of the systems engaged in the multi-component approaches, multi-intervention programs or large-scale interventions being used in the jurisdiction. Student learning in heath & life skills education should be among the subjects monitored in global, national and state education systems. Child and adolescent health, social, safety, environmental and other behaviours and attitudes as well as their connections with parents, schools, peers, community programs and employment/ training should be monitored by health, social protection and employment ministries through regular global, national and state surveys. Standardized teacher assessments of child and adolescent development can provide information on individual students for their teachers and on those cohorts of students to identify needed program adjustments. Accurate student health, education and other records as well as administrative data, especially the national Education Monitoring and Information Systems (EMIS) and student out of school/dropout rates are basic to any MREI system. Required reporting of violent incidents, suspensions from school, outbreaks, injuries, and student selection of health & life skills education courses in later grades can also be a source of data for monitoring the reach, access and needs of different approaches, programs and populations. These data sources can be consolidated in periodic reports on child, adolescent and young adult educational progress, health and social development. The initial education, qualifications, access to ongoing development, attitudes, concerns and the capacities of education and other faculties to prepare teachers, other educators and professionals who work in or with schools should be part of ongoing MREI systems in educational success, health & social development. This summary was first posted in May 2010 and revised in 2016. Currently it has been posted as an "first edition" version. The following individuals or organizations have contributed to the development of this topic; Albert Lee, Christine Beyer, Nancy Hudson, Candace Currie, Vivian Barnekow,Said Arnaout,Suleiman El Shehri, Raj’a Omar, Faten Ben Abdel Aziz, Lloyd J. Kolbe, Sean Slade, Seung Lee, Dean Brooks, Doug McCall. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions. Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below. Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.
The following additional resources are posted on this web site or published by other credible sources. Please send any suggested additions to info@internationalschoolhealth.org |
For updates and reader comments on this section, go to our Mini-Blog on MREI
The number of summaries completed or drafted in this section are listed below) - Overview
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